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Lesson Plan Transversal

This document outlines a lesson plan for teaching 7th grade students about angles formed when parallel lines are cut by a transversal. The lesson plan provides objectives, content, learning resources, procedures, and evaluations. It details the key concepts to be taught, including defining corresponding angles, interior angles, and exterior angles. Examples and practice problems are provided to help students understand and apply the concepts. Student participation and group work are incorporated into the lesson.

Uploaded by

Ivan Molina
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
85 views

Lesson Plan Transversal

This document outlines a lesson plan for teaching 7th grade students about angles formed when parallel lines are cut by a transversal. The lesson plan provides objectives, content, learning resources, procedures, and evaluations. It details the key concepts to be taught, including defining corresponding angles, interior angles, and exterior angles. Examples and practice problems are provided to help students understand and apply the concepts. Student participation and group work are incorporated into the lesson.

Uploaded by

Ivan Molina
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

JOSE RIZAL MEMORIAL STATE UNIVERSITY


The Premier University in Zamboanga del Norte
Gov. Guading Adaza St., Sta. Cruz, Dapitan City
Province of Zamboanga del Norte
Registration No.

COLLEGE OF EDUCATION
62Q17082

SCHOOL : Dapitan City National High School GRADE LEVEL :7


TEACHER : Mr. Ivan I. Molina LEARNING AREA : Mathematics
DATE & TIME : QUARTER : 3rd

I. OBJECTIVES

A. Content Standards
Demonstrate understanding of key concepts of geometry of shapes and
sizes, and geometric relationships.

B. Performance Standards
The learner can create models of plane figures and formulate and solve
accurately authentic problems involving sides and angles of a polygon.

C. Learning Competency
Derives relationships among angles formed by parallel lines cut by a transversal using
measurement and by inductive reasoning.
(M7GE-IIIc-1)

D. Specific Objectives
At the end of the lesson the students will be able to:
1. define and identify corresponding angles, interior angles, and exterior angles;
2. accurately find the missing angles in a given problem.

II. CONTENT Parallel Lines Cut by Transversal Line


III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages : None
2. Learner’s Materials Pages : Mathematics Quarter 3
3. Additional Materials: paper, pen

IV. PROCEDURES
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Preliminary Activities

1. Prayer
May I request everyone to please In the name of the Father, of the Son, and of the
stand for the prayer? Holy Spirit, Amen…

Please be seated.

2. Greetings
Good morning class! Good Morning Sir!
How are you this morning? We are very much fine, Sir!

3. Checking of attendance
Are there any absent today? None Sir.
Very good!
Are you excited for our new lesson for
today? Yes we are, Sir!
Wow, good to hear that.

4. Setting of Rules
Before we finally move on to our
lesson, let us first have an agreement. Is
that fine with you all? Yes, sir!

I want you to keep all things that are


not needed to our discussion. Sit properly
and do not talk with your seatmates.

What will you do if you want to


answer to my questions?
We’ll just raise our hands silently,
sir.
Very good!

And what will you do if


somebody is talking here in front? We should listen attentively, sir.
Bravo!

What about if we have group activities? We have to cooperate and participate, sir.

So, do we have an agreement now? Yes, sir!

B. Review
Before we proceed to our new lesson
for today, let us have a short recap about
our lesson last week.

Do you still remember what was our About kinds of angles sir.
lesson last week?

Very Good!

What are those kinds of angles we Vertical angles and Congruent angles sir.
discussed?
Very good!

Okay, what is Vertical angle? Are two nonadjacent angles formed by two
intersecting lines.

What is a congruent angle? Are angles whose measures are equal.

Very good!

Do you have any questions about our


last topic?

Alright! None sir.

C. Motivation
Okay class, now I have here a set of
pictures or figures here. All you want to do
is to observe and identify the figures.

So now, what do you think is our


lesson for today?

D. Presentation
This morning we are going to discuss
about parallel lines cut by a transversal
line in which you are expected to: define
and identify corresponding angles,
interior angles, exterior angles, and
accurately find the missing angles in a
given problem.

E. Discussion

Transversal
- A line that cuts across two or more
lines.

Example:
Line a is parallel with line b and
line c is the transversal.
Interior Angles
- Angles between the lines.

Example:

Exterior Angles
-Angles that are outside the two lines.

Example:

Corresponding Angles
-Two angles on the same side of the
transversal and on the same side of the
parallel lines.

Example:

Alternate Interior Angles


-Two angles between the two parallel
lines and on opposite sides of the
transversal.

Example:

Alternate Exterior Angles


-Two angles outside the two parallel
lines and on opposite sides of the
transversal.
Example:

Properties of Angles formed by parallel


lines cut by a transversal:
a. Corresponding angles are congruent.
b. Alternate interior angles are congruent.
c. Alternate exterior angles are
congruent.
d. Each pair of interior angles on the
same side of the transversal is
supplementary.
e. Each pair of exterior angles on the
same side of the transversal is
supplementary.

F. Developing Mastery

Now class, I will call a random student to


answer the questions using the given
figure.

Direction: Find the following using the


figure below:
a. ∠3
a. Corresponding angle of ∠7. b. ∠3
b. Alternate interior of ∠6. c. ∠2
c. Alternate exterior of ∠7.

Find the measure of ∠P in the given


figure below. ∠P = 145 degrees
Do you have any questions or None sir.
clarification?

Okay, good.

G. Application

Now, get 1 whole sheet of paper. I will


group you into 4 groups and you have to
answer the following by group. Yes sir.
Understood?

Okay, good.

Direction: Find the measurement of the ∠3 + 95° = 180°


other angles.
∠3 = 180° - 95°
If ∠1 = 95°
∠3 = 85°

RUBRICS for Computation and


Presentation

Are you done? Paste your work on the


black board and select a presenter from
your group to present your outputs.
H. Generalization

A while ago, we discussed about Parallel


lines cut by a transversal line. A line that cuts across two or more lines.
Now, what is Transversal ?

Angles that are outside the two lines.


What is an Exterior and Interior angle? Angles between the lines.

Okay, very good!


Two angles outside the two parallel lines and
How about Alternate exterior angles and on opposite sides of the transversal.
Alternate interior angles? Two angles between the two parallel lines and
on opposite sides of the transversal.

Two angles on the same side of the


Okay, what is corresponding angles? transversal and on the same side of the
parallel lines.

Okay, very good!


None sir.
Do you have any questions?

Okay good.

I. Evaluation

Now, I want you to get a 1 whole sheet


of paper. You have to answer it individual.

Direction: Complete the table below. Use


the given figure.
Pairs of Angles Name of Angles 1. Corresponding Angles
Formed 2. Alternate Interior Angles
1. ∠7 and ∠4 3. Alternate Exterior Angles
2. ∠5 and ∠2 4. Interior Angles
3. ∠8 and ∠3 5. Corresponding Angles
4. ∠6 and ∠2 6. Corresponding Angles
5. ∠5 and ∠3 7. Exterior Angles
6. ∠8 and ∠2 8. Corresponding Angles
7. ∠7 and ∠3 9. Interior Angles
8. ∠6 and ∠1 10. Alternate Interior Angles
9. ∠5 and ∠4
10. ∠6 and ∠4

J. Assignment

Bring a compass tomorrow.

V. REMARKS
VI.REFLECTIONS
a. No. of learners who earned 80% in the
evaluation.
b. No. of learners who require additional
activities for remediation.
c. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
d. No. of learners who continue to require
remediation.
e. Which of my teaching strategies work
well? Why did these work?
f. What difficulties did I encounter which
my principal or supervisor can help me
solve?
g. What innovation or localized materials
did I use/discover which I wish to share
with other teachers.

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